Pennington Publishing Blog

Repetitious Writing

“All students should always include citations for their textual evidence, and every pupil must always include whom and where the fact or idea was found, and everyone in our editing group ought to do that as well,” advised Melanie. “Each writer need to always include these proper credits in their essays,” she advised.

“Good reminders, Melanie, but we students will have to always exclude you from our peer editing group unless you get rid of your repetitious writing.”

Definition and Examples

Repetitious writing involves repeating the same ideas, words or synonyms of those words, and sentence structure. Refer to the dialogue above for the following examples:

• Ideas‒Examples: “citations for their textual evidence,” “whom and where the fact or idea was found,” “proper credits”
• Words or Phrases‒Examples: “always include”
• Subjects‒Examples: “students,” “pupil,” “our editing group,” and “writer”
• Predicates and Verb Forms‒Examples: “should,” “must,” “ought to,” need to”, “have to”
• Modifiers‒Examples: “All,” “every,” “everyone,” “each”

Read the rules.

• Don’t repeat ideas.
• Don’t overuse the same or synonymous words and phrases.
• Vary sentence structure in terms of subject-verb-object pattern; types of sentences (simple, complex, compound, compound-complex) or (declarative, imperative, interrogative, exclamatory); and sentence length.

Practice

Write the sentences and [bracket] the repetitious writing.

1. I like that idea because the concept is a brilliant thought.
2. None of the athletes were ready, and not one of them had prepared.
3. That’s a crazy thing to say, and that certainly requires an apology.
4. I went shopping. I left. I came home. It had been an exhausting day.
5. Don’t go there. Leave her alone, and stop pestering her. She will come back when she can.

Revise the repetitious writing in this sentence.

Every student should always avoid repetitious writing and each pupil must refrain in all cases.

Answers

1. I like that [idea] because the [concept] is a brilliant [thought].
2. [None] of the athletes were [ready], and [not one] of them had [prepared].
3. [That’s] a crazy thing to say, and [that] certainly requires an apology.
4. [I went shopping.] [I left.] [I came home.] It had been an exhausting day.
5. [Don’t go there.] [Leave her alone,] and [stop pestering her.] She will come back when she can.

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

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Avoiding Parentheses

Jesse complained, “Ms. Sherril banned me from using parentheses in my essays.”

“They can get annoying,” said Ryan.

“Okay, I’ll just use dashes or brackets instead.”

“Uh, no. Pretty soon you’ll be banned from writing anything.”

Definition and Examples

An appositive is a noun, pronoun, or noun phrase that identifies or explains another noun or pronoun before or after it. If the appositive is nonessential to the meaning of the sentence, parentheses (or commas) are used to signal and separate this identification or explanation. The appositive could be removed without changing the basic meaning of the sentence. Examples: An actress, Marta, knew how to project. Jane (the girl with red hair) acted childishly. If the appositive is essential to the meaning of the sentence, no punctuation is used. Example: The U.S. president Ronald Reagan was known as “The Great Communicator.”

Read the rule.

Avoid using unnecessary appositives. When you must use an appositive in an essay, use commas, rather than parentheses, to set apart the appositive from the noun or pronoun it modifies.

Practice

Write the following sentences and [bracket] the appositives and their punctuation.

1. Nancy (the pharmacist) advised my mom to buy the over-the-counter brand.
2. Mitchell was talking to Wanda, Lisa’s little sister.
3. By 1786, ten years after the writing of the Declaration of Independence, England was once again our largest trading partner including exports (chiefly cotton) and imports (mainly textiles).
4. My sister’s bicycle (a bright green BMX) was stolen off the porch (where she left it).
5. The women, Ms. Mears, paid for our trip (the flight, car rental, and hotel).

Revise the sentence, eliminating the appositive.

Parenthetical remarks should (usually) be avoided.

Answers

1. Nancy [(the pharmacist)] advised my mom to buy the over-the-counter brand.
2. Mitchell was talking to Wanda[, Lisa’s little sister].
3. By 1786[, ten years after the writing of the Declaration of Independence,] England was once again our largest trading partner including exports [(chiefly cotton)] and imports [(mainly textiles)].
4. My sister’s bicycle [(a bright green BMX)] was stolen off the porch [(where she left it)].
5. The women[, Ms. Mears,] paid for our trip [(the flight, car rental, and hotel)].

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

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Avoiding Clichés

“When an expression is overused to the point of becoming meaningless, it is known as a cliché,” Mr. Espinosa explained. “A cliché doesn’t show originality.”

“Why should we listen to Mr. Espinosa? Sam whispered. “He’s as old as the hills. It’s just a matter of time before he retires.”

“Maybe he’s still got something to teach you about clichés,” Arianna whispered back.

Definition and Examples

A cliché is an overused and worn-out word, phrase, or sentence, which has lost its original meaning or effect. A cliché can have a literal or a figurative meaning. Examples: awesome; plenty of fish in the sea; what goes around, comes around

Speakers often use clichés as conversational fillers to generalize or draw a conclusion.

Examples:

“Putting together that toy is challenging, but it’s not rocket science,” she said.

“Yes, but at the end of the day, those little challenges help us think outside the box,” he replied.

Read the rule.

Don’t use clichés in formal writing, such as essays. Instead of clichés, use original thoughts and more specific language. Some writers intentionally use a cliché, but revise the wording to provide an original idea.

Practice

Write these sentences and [bracket] the clichés.

1. Those two a certainly a strange pair. Who knows what he sees in her. Love is blind.
2. You’re never going to make them accept you. You can please some of the people some of the time, but you can’t please all of the people all of the time.
3. She’s a bad apple and the apple doesn’t fall far from the tree. Her parents have issues, as well.
4. For Matt the grass is always greener on the other side, but experience is the best teacher.
5. You can’t judge a book by its cover, but in this case, I’ll make an exception.

Revise the the clichés in the following sentence.

In this day and age, using clichés is not a necessary evil.

Answers

1. Those two a certainly a strange pair. Who knows [what he sees in her]. [Love is blind].
2. You’re never going to make them accept you. [You can please some of the people some of the time, but you can’t please all of the people all of the time].
3. She’s [a bad apple] and [the apple doesn’t fall far from the tree]. Her parents have issues, as well.
4. For Matt [the grass is always greener on the other side], but [experience is the best teacher].
5. [You can’t judge a book by its cover], but in this case, I’ll make an exception.

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

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Unsupported Generalizations

“Check out my thesis statement: ‘Everyone agrees that the school day should be shortened.’”

“How were you able to survey everyone? You never asked me.”

“Okay, I’ll ask you now. What do you think?”

“I’d suggest you re-write your thesis and avoid using unsupported generalizations.”

Definition and Examples

A generalization is a statement which applies to most all cases and to most all times. When writers combine specific points of an essay into a broader focus, this is known as a making a generalization. An unsupported generalization is a broad statement, which cannot be concluded from the essay evidence or details. Unsupported Generalization Example: All Americans support a strong national defense. Supported Generalization Example: The plan provides three workable ideas to solve the problem of plastic waste.

Read the rules.

• Don’t include generalizations in the essay thesis statement and body paragraphs.
• Writers can develop generalizations and include these in the essay conclusion, but generalizations must be supported by specific evidence and details of the body paragraphs. Never include unsupported generalizations.
• Avoid absolute words, such as nothing, everything, none, all, everyone, definite(ly), worst, best, never, always

Practice

Write the following sentences and [bracket] the generalizations.

1. Over half of the boys left the assembly early, but the girls liked the presentation.
2. Mexican food is so spicy, but not the way my father cooks.
3. The problem is that young people just do not vote, and so seniors have more say in determining who gets elected. Only 28% of under age 30 Americans voted in the last election.
4. The students all want more electives; however, the school does not have enough teachers.
5. Boys tend to like video gaming more than girls, but the number of girls who play is increasing.

Revise the intentional fragment.

Writers should always avoid using unsupported generalizations.

Answers

1. Over half of the boys left the assembly early, but [the girls liked the presentation.]
2. [Mexican food is so spicy], but not the way my father cooks.
3. The problem is that [young people just do not vote], and so [seniors have more say in determining who gets elected]. Only 28% of under age 30 Americans voted in the last election.
4. [The students all want more electives]; however, the school does not have enough teachers.
5. [Boys tend to like video gaming more than girls], but the number of girls who play is increasing.

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

Literacy Centers, Study Skills, Writing absolute words, composition rules, essay rules, essay structure, essay style, essay writing, essay writing rules, five paragraph essays, how to write an essay, Mark Pennington, Teaching Essay Strategies, Unsupported Generalizations, writing programs

Eliminate Expletives

Manny said, “My teacher told me to stop saying ‘I think’ in my essays.”

“Anything you say or write is what you think or what you believe, isn’t it?” I asked.

“I believe that. At least I think so. In my opinion, you are correct.”

“Yikes! Listen to your teacher,” I advised.

Definition and Examples

An expletive is an unnecessary expression, which does not add meaning to a sentence. Yes, it can be a profanity, but it can also be a word like the “Yes” in this sentence. Often, expletives add emotion or emphasis to one’s speech or writing; however, well-chosen nouns and verbs can usually do the same job and do so with greater precision and brevity.

When speaking, we have quite a few expressions meant to fill space in conversations. Speakers may add, “um,” or “well,” or “you know,” or “uh” when talking to friends. However, in formal speeches, speakers try to eliminate these unnecessary expressions. While these speech fillers are generally not used in writing (except dialogue), writing does have its share of words and phrases inserted into sentences which do not contribute to the meaning.

Position Examples: I believe, I think, in my opinion

Grammatical Examples: There (here) are (were, is, will be)

Read the rules.

There, Their, They’re

Avoid unnecessary expressions in formal writing, such as essays, which do not contribute meaning.

• Do not refer to yourself as the writer in an essay with expressions which state your position or beliefs
• Avoid using words or phrases at the beginning of sentences, which do not contribute meaning.

Practice

Write the following sentences and [bracket] the unnecessary expressions.

1. I believe all citizens should vote. There are no excuses not to vote in a democracy.
2. Here is an important item for the class to discuss. I think students might have strong opinions on this matter.
3. In my opinion and in the opinion of my friends, we should have a pizza party next week.
4. There were four contestants in the science fair, which had innovative projects, I think.
5. Here will be the sign-up list on the table. I believe everyone should volunteer to do something.

Revise the sentence by eliminating unnecessary expressions.

In my opinion, using “I think” or “I believe” is unnecessary.

Answers

1. [I believe] all citizens should vote. [There are] no excuses not to vote in a democracy.
2. [Here is] an important item for the class to discuss. [I think] students might have strong opinions on this matter.
3. [In my opinion] and [in the opinion] of my friends, we should have a pizza party next week.
4. [There were] four contestants in the science fair, which had innovative projects, [I think.]
5.  [Here will be] the sign-up list on the table. [I believe] everyone should volunteer to do something.

*****

1. 

   TEACHING ESSAYS BUNDLE

   For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

   Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. Get the Writing Style Posters FREE Resource:

   

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Three Types of Conjunctions

Every teacher knows the wisdom of not telling the whole story, especially with respect to holiday celebrations. But for the purpose of this article, let’s add on conjunctions to the list of teach some of it now and save some for later instruction. Elementary teachers should teach the common conjunctions and secondary teachers should build upon that foundation with less frequently used conjunctions.

Following are brief overviews of the three types of conjunctions: coordinating, subordinate (subordinating), and correlative. The relevant Common Core State Standards are provided and memorable acronyms to help your students identify and apply these grammatical forms. Plus, classroom posters are provided as FREE downloads.

Elementary Instruction: Coordinating Conjunctions

Primary and intermediate teachers face the sometimes daunting task of introducing students to coordinating, subordinating, and correlative conjunctions.

• CCSS.ELA-LITERACY.L.1.1.G
  Use frequently occurring conjunctions (e.g., and, but, or, so, because).
• CCSS.ELA-LITERACY.L.2.1.F
  Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
• CCSS.ELA-LITERACY.L.3.1.H
  Use coordinating and subordinating conjunctions.
• CCSS.ELA-LITERACY.L.4.1.F
  Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
• CCSS.ELA-LITERACY.L.4.2.C
  Use a comma before a coordinating conjunction in a compound sentence.
• CCSS.ELA-LITERACY.L.5.1.A
  Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

To help students avoid writing in sentence fragments, elementary teachers often counsel their students, “Never start a sentence with but, or, and, or so (the common coordinating conjunctions),” and many teachers would throw in because or like (two subordinating conjunctions) for good measure.

Additionally, most elementary teachers teach the proper use and identification of but, or, and, or so, but not the less frequently used for, nor, and yet. This certainly makes sense.

Elementary teachers may find the BOAS acronym helpful to teach the four common but, or, and, so (boas) coordinating conjunctions:

BOAS (Mark Pennington’s Acronym)

Coordinating Conjunctions

but, or, and, so

Anchor Sentence: I watched and waited to see the boas eat or climb the tree, but they did neither, so I left.

If teaching only the four BOAS seems a bit constricting :), elementary teachers can add in the three additional coordinating conjunctions, usually reserved for middle school.

Secondary Instruction: Coordinating Conjunctions

By middle school, teachers amend the “Never start a sentence with but, or, and, so, because, or like“elementary rule with the addition of “unless you finish the sentence.” Even though the middle school, high school, and college permit and even encourage their developing writers to start sentences with coordinating conjunctions, when appropriate, all would caution their students to use these sentence constructions sparingly.

Plus, secondary teachers will add the three less common and more sophisticated coordinating conjunctions (for, nor, yet) and may use the helpful FANBOYS acronym to teach all seven coordinating conjunctions:

Coordinating Conjunctions

FANBOYS (Creator Unknown)

for, and, nor, but, or, yet, so

Anchor Sentence: I watched and waited for the boas to eat or climb the tree, but they did neither. They were not hungry nor active, so I left. Yet I would like to see them sometime.

For both elementary and secondary teachers, try using this word part trick to help your students understand the meaning of coordinating conjunctions:

The “co” in coordinating means with in Latin. Coordinating conjunctions join with other words, phrase, or clauses of equal importance or emphasis. Example: Both Juan and Stella are good writers.

Elementary Instruction: Subordinate Conjunctions

• CCSS.ELA-LITERACY.L.3.1.H
  Use coordinating and subordinating conjunctions.

Elementary teachers may wish to teach their students the 10 most common subordinate conjunctions to introduce dependent clauses (connected nouns and verbs which do not express complete thoughts) at the beginnings and endings of sentences. Examples: After she gave her speech in front of the class, Leslie sat down. Leslie sat down after she gave her speech in front of the class.

Elementary teachers will find the following acronym helpful to teach students to identify and use these subordinate conjunctions:

AAAWWUBBIS (Jeff Anderson’s Acronym)

Subordinate Conjunctions

after, although, as, when, while, until, because, before, if, since

Secondary Instruction: Subordinate Conjunctions

Secondary teachers may wish to teach their students the 29 most common subordinate conjunctions to introduce dependent clauses (connected nouns and verbs which do not express complete thoughts) at the beginnings, in the middle, and the endings of sentences. Examples: After she gave her speech in front of the class, Leslie sat down and heaved a huge sigh of relief. Leslie sat down, after she gave her speech in front of the class, and heaved a huge sigh of relief. Leslie sat down and heaved a huge sigh of relief after she gave her speech in front of the class.

Secondary teachers will find the following acronym helpful to teach students to identify and use these subordinate conjunctions:

Subordinate Conjunctions

Bud is wise, but hot! AAA WWW (Mark Pennington’s Acronym)

Bud is wise, before, unless, despite (in spite of), in order that, so, while, if, since, even though (if)

but hot! because, until, that, how, once, than

AAA after, although (though), as (as if, as long as, as though)

WWW whether, when (whenever), where (wherever)

For both elementary and secondary teachers, try using this word part trick to help your students understand the meaning of subordinating conjunctions:

The “sub” in subordinating means under or below in Latin. Subordinating conjunctions begin adverbial clauses, which are under or below the connecting main (independent clause) in terms of importance or emphasis. Example: Because you listened well this morning, we will work in our groups this afternoon.

Upper Elementary and Secondary Instruction: Correlative Conjunctions (Correlative is pronounced as cor/rél/lƏ/tive.)

• CCSS.ELA-LITERACY.L.5.1.E
  

  Correlative Conjunctions

  Use correlative conjunctions (e.g., either/or, neither/nor).

Teach the common correlative conjunctions:

both−and; such−that; whether−or; as−as; not−but; neither−nor; no sooner−than; either−or; as many−as; rather−than

For both elementary and secondary teachers, try using this word part trick to help your students understand the meaning of correlative conjunctions:

The “cor” in correlative means to run (correr in Spanish) and “rel” indicates a relationship (in Latin). Coordinating conjunctions are word pairs which run in relationship with each other. The word pairs join parallel words, phrases, or clauses. In grammar, parallel means similar in meaning, structure, and length. Examples: Either chocolate or vanilla is fine. Both girls like chocolate, and they also like vanilla.

*****

Pennington Publishing Grammar Programs

Teaching Grammar, Usage, and Mechanics (Grades 4, 5, 6, 7, 8, and High School) are full-year, traditional, grade-level grammar, usage, and mechanics programs with plenty of remedial practice to help students catch up while they keep up with grade-level standards. Twice-per-week, 30-minute, no prep lessons in print or interactive Google slides with a fun secret agent theme. Simple sentence diagrams, mentor texts, video lessons, sentence dictations. Plenty of practice in the writing context. Includes biweekly tests and a final exam.

Grammar, Usage, and Mechanics Interactive Notebook (Grades 4‒8) is a full-year, no prep interactive notebook without all the mess. Twice-per-week, 30-minute, no prep grammar, usage, and mechanics lessons, formatted in Cornell Notes with cartoon response, writing application, 3D graphic organizers (easy cut and paste foldables), and great resource links. No need to create a teacher INB for student make-up work—it’s done for you! Plus, get remedial worksheets, biweekly tests, and a final exam.

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Get the Diagnostic Grammar, Usage, and Mechanics Assessments, Matrix, and Final Exam FREE Resource:

Want the poster size 11 x 17 Conjunction Posters you see in this article for your classroom? I’ll send the PDFs right away to your email.

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Coordinating Conjunctions

“My told me not to start sentences with coordinating conjunctions unless I finish them,” Peter said. “But I won’t.”

“Won’t what?” I asked. “Start sentences with coordinating conjunctions or finish them?”

“Oh… now I get it. You’re pretty clever.”

“And so I am.”

Definition and Examples

A coordinating conjunction joins words, phrases, or clauses of equal importance or emphasis. The seven coordinating conjunctions are easily remembered by the acronym, FANBOYS (For-And-Nor-But-Or-Yet-So). Examples: Jack and Jill; thinking quickly; but acting slowly; She left her job early, so she would be able to clean the house before the guests arrived.

*****

Read the rules.

Frequently, teachers will tell their students not to begin their sentences with coordinating conjunctions. Teachers give this advice because many students who use these sentence beginnings often

Syntax in Reading and Writing

fail to complete their sentences and wind up with fragments. However, writers many begin sentences with coordinating conjunctions under the following conditions:

• An independent clause (a subject and predicate expressing a complete thought) must follow the beginning coordinating conjunction.
• Don’t begin too many sentences in an essay with coordinating conjunctions. Sentence variety is important, so don’t overuse the same sentence structure.

Practice

Write the following sentences and [bracket] the conjunctions.

1. Byron and Jake were late, not Pedro or Tamara.
2. Misty, my calico cat, loves to be petted, but hates to be scratched.
3. Mandy hates the smell of cotton candy yet loves the taste and texture.
4. Pedro refuses to sleep in the tent, nor will he sleep outside under the stars.
5. The Larsens stopped skiing and snowboarding, for these sports cost too much and take up so much of their leisure time.

Re-write the sentence to eliminate the fragment.

But do not start a sentence with a coordinating conjunction unless you finish it.

Answers

1. Byron [and] Jake were late, not Pedro [or] Tamara.
2. Misty, my calico cat, loves to be petted, [but] hates to be scratched.
3. Mandy hates the smell of cotton candy [yet] loves the taste and texture.
4. Pedro refuses to sleep in the tent, [nor] will he sleep outside under the stars.
5. The Larsens stopped skiing [and] snowboarding, [for] these sports cost too much [and] take up so much of their leisure time.

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

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Similes and Essay Rules

Sandra said, “I’m trying to add some spice to my essay by adding similes. I know a simile uses like or as. Let me read two of them that might work in my conclusion: ‘He did not like being wrong, and as an inexperienced cook, he was often corrected by veteran chefs.’”

“Similes need to compare unlike objects, such as ‘Rafael was as sour as a lemon.’ Your sentence doesn’t use like or as to compare, so they aren’t similes,” corrected Mark. “However, you shouldn’t include poetic devices, such as similes, in essays, so your sentence is fine.”

“So, I was wrong, but I was also right,” said Sandra.

Definition and Examples

A simile compares two unlike things and is often introduced by like or as. However, not every usage of like or as signals a simile. Examples: His voice was like the roar of a lion. “I think that I shall never see a poem as lovely as a tree” (Joyce Kilmer). A simile is a figure of speech in which the words are not meant literally. Similes are commonly used in poetry, speeches, songs, and in literature.

Read the rule.

Don’t use similes or other figures of speech in formal writing, such as essays. If comparisons are used to provide better understanding or analysis, the objects of comparisons should be similar.

Practice

Write the following sentences and [bracket] the similes.

1. Her best friend seemed as wise as an owl, but he really was as dumb as an ox.
2. Those roommates were like two peas in a pod. They both had the same interests, like music and video games.
3. Anything he loses is as if he could care less about finding. Plus, he is as blind as a bat.
4. As amazing as this price seems, an additional discount would bring in customers like wildfire.
5. Like a cold drink to a thirsty man, so is a good book to a reader. True readers are like ships in a storm, never finding rest in a safe harbor.

Revise the sentence to eliminate the simile and provide a like comparison.

Avoid similes like the plague.

Answers

1. Her best friend seemed [as wise as an owl], but he really was [as dumb as an ox].
2. Those roommates were [like two peas in a pod]. They both had the same interests, like music and video games.
3. Anything he loses is as if he could care less about finding. Plus, he is [as blind as a bat].
4. As amazing as this price seems, an additional discount would bring in customers [like wildfire].
5. Like a cold drink to a thirsty man, so is a good book to a reader. True readers are [like ships in a storm], never finding rest in a safe harbor.

For more essay rules and practice, check out the author’s TEACHING ESSAYS BUNDLE. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

Literacy Centers, Study Skills, Writing figures of speech, Mark Pennington, metaphors, poetic devices, similes, Teaching Essay Strategies